Auditory processing is a true process that begins at the ear and ends when we execute a response. This peripheral-to-central continuum consists of acoustic and related phonologic, linguistic, and cognitive-communicative skills that enable us to communicate successfully, achieve academically, and maintain our sense of self.
There is general agreement that auditory perceptual abilities and language development are interrelated—as are auditory processing skills and pre-literacy skills (Corriveau et al., 2010)—and that it can be difficult to separate the influence of auditory and language skills with regard to academic demands (Richard, 2012, 2013).
See the Treatment section of the Central Auditory Processing Disorder (CAPD) Evidence Map for pertinent scientific evidence and clinical expertise on the use of direct auditory skills interventions in the treatment of CAPD. Direct skills remediation includes computer-based training programs that may address auditory and/or language targets.
Understand the reciprocal nature of spoken and written language. Written language skills can facilitate auditory processing by improving metalinguistic awareness and by introducing various language forms and new vocabulary (Schuele & Boudreau, 2008; Scott, 2009; van Kleeck, 2004; Zucker et al., 2009).
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IP1 INFORMATION PROCESSING: Auditory discrimination FL2 FLUENCY: Modification by controlling utterance length. Goal: The child will converse with the speech- ... |
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than 8 oral reading errors and will answer 3 of 5 comprehension questions provided with an auditory trainer STUDENT will notify the Speech Therapist or. |
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